Subject: U.S. History I Date: 7 March 2011 __ Ia. Unit Title:Ib. Lesson Title: Industrialization Urbanization in 19th century America. --------------------------------------------------------------------------------------------------------------------- II. Essential Question: How did urbanization change the face of America during the “Gilded Age” of the late 1800’s? ------------------------------------------------------------------------------------------------------------------- III. Learning Goals/Objectives: Each student will be able to explain the shift in America from a rural, agrarian society to one of an urban, city based society. Students will be able to orally demonstrate their understanding of how industrialization and immigration fueled this urbanization in late 19th century America. Students will be able to explain the problems that began to arise with the increase of urbanization in America. --------------------------------------------------------------------------------------------------------------------- IIIa. State Standards - What Standards (or Enduring Understandings) are part of today's lesson? -8.3.UA.: Compare the roles groups and individuals played in the social, political, cultural, and economic development of the U.S. -Immigrants -8.3.U.C.: Evaluate how continuity and change have impacted the United States. • Commerce and industry. -Growth of American industry and its impact on urbanization. • Physical and human geography. -Urbanization in late 19th century America. -Move of people from the farm to the factory. • Social organizations. -Immigration and the changing face of America. - 8.3.U.D. Evaluate how conflict and cooperation among groups and organizations have influenced the growth and development of the U.S. · Ethnicity and Race. · Immigration. · Working Conditions. --------------------------------------------------------------------------------------------------------------------- IIIb. How is the Content Relevant? : Students will be able to better understand how America shifted after the Civil War from an agrarian society of isolated farming communities to an industrial urban society with growing cities. IV. Content and Strategies:
TEACHER WILL DO…
STUDENT WILL DO…
Warm up Activity: Ask the students to guess what percentage of Americans lived in cities in 1860. Then ask them to guess the percentage of Americans living in cities by the year 1900. Reveal answers and explain how industrialization caused this.
Student will write down their answers on a piece of paper.
Lecture Topic: Causes of urbanization in the “Gilded Age”, Shift from the farm to the factory, Growth of cities, Immigration, Problems created by urbanization, Reform movements.
Take notes, ask questions.
Conduct/Monitor Classroom Discussion: Teacher will initiate students on a discussion of the problems that arose in the “Gilded Age” with the movement of people into cities.
Students will get into groups of three or four and talk about what they think were the most important problems to come with urbanization. They will make a list of what they feel are the five most important problems to share with the class.
Assessment: White Board Analysis: Teacher will ask 5 separate questions to the students, which they will answer on their white boards. Will allow teacher to gauge who grasped the concepts of the lesson.
For each question, students will write response on their white board and then hold it up for teacher to assess their understanding of the lesson.
Homework: Teacher will assign the following pages in the book for homework. American Passage: pages 39-43.
Students will complete the assigned reading.
hey here is my lesson plan. If you guys have any comments questions or concerns feel free to post them -christian
Lesson Plan Prompt Subject11th Grade U.S. History_ Date_3/15/11 I. A. Unit Title B. Lesson TitleThe Industrial RevolutionLabor Issues II.Essential Question: How have labor unions changed the way workers function in a working environment? III. Learning Goals/ Objectives Understand the impact of Labor Unions in the workplace and the major strikes at the end of the 19th century Have an understanding of the poor working conditions in a late 19th century industrial factory Explain the reasoning behind why child labor was so prevalent in the late 19th and early 20th centuries
IVa. Standards - What State Standards and Enduring Understandings are part of this lesson?
8.3.12 D-Identify and evaluate conflict and cooperation among social groups and organizations in United States history from 1890 to the Present.**
IVb. How is the content relevant? - how canstudents apply it? Students will have a better appreciation of the work environments and the other benefits that they enjoy in the workforce.
Students will understand how labor strikes function today as opposed to the late 19th century.
VI. Content and strategies:
Teacher Will Do…
Student Will do…
Warm-Up Activity: Play a game of “Would You Rather”. Teacher will pose different working scenarios during the industrial revolution and name the major risks involved. Teacher will allow 5 minutes to ask students their responses to the scenarios. Teacher will use the projection screen so students can view the scenarios. Teacher will ask for volunteers to make a decision given the circumstances.
Discern which workplace would be best suited for them despite all of the options being unfavorable. Students also have to explain why they made that choice over the other options.
Worker Testimonials: Hand out testimonials from workers in the industrial factories to groups of two. The teacher will instruct the students to write down the specific workers’ job, age, and their working conditions. Teacher will allow 15 minutes for this task to be completed.
Read the worker testimonials and identify their job, the age of the worker and the work environments within their groups. Pairs will then present their findings with the rest of the class.
Lecture: Provide adequate lecture material to the class on child labor, the detrimental working conditions in the industrialized factories, the rise of labor unions and the major labor strikes. Teacher will allow 20 minutes for lecture and ask questions to assess student knowledge.
Listen attentively to lecture material and answer the questions prompted by the teacher. Students will also formulate any questions that they might have during the lecture. During the presentation/discussion students will be taking notes.
Picket Sign Activity: Teacher will assign students in groups and they will choose from four major strikes in The Industrial Revolution (The Great Strike;1877, The Haymarket Riot; 1886, Homestead Strike; 1882, Pullman Strike; 1894). Teacher will hand out markers, sticks, poster board, and other artistic materials. Students will be encouraged to come up with creative slogans as well as pictures for their picket sign. Teacher will assess students on their creativity as well as accurate information on their specific strike. Teacher will allow 30 minutes for the task to be completed.
Each group member will create a picket sign that is particular to their strike that they chose from “The Industrial Revolution“. Each group will also collaboratively come up with particular settlement terms and present them to the rest of the class with their signs. Students will use the materials given to create an artistic representation of the signs they would use if they were involved in their particular labor dispute. Students will use information from the lecture to create an accurate interpretation.
Video Clip: Teacher will show relevant and current internet news clips of a couple of strikes going on in our country ( Examples: Wisconsin Teacher Strikes, NFL Labor Talks). Then teacher will prompt the question “How have labor strikes changed in the United States?”. Teacher will allow 10 minutes for students to ponder the question and respond in a written format. Teacher will collect the responses and use the responses as a form of summative assessment.
Students will respond to the question in a written format on a piece of notebook paper. They should be able to connect the circumstances of labor strikes in the late 19th century and how they differ today. Students will come up with at least three elements that have changed about labor strikes in the United States.
Assessment:
Teacher will ask questions during the lecture to assess knowledge.
Students will be judged on the creativity and accuracy of information on their created picket signs as well as the designed terms of agreement for the group.
Students will also be assessed through the written responses to the posed question on the internet news clips.
Hi! Since I'm not able to make Thursday's group meeting I wanted to atleast contribute some part to the discussion or brainstorming. Here are some ideas I came up with or things that I found.
- Keely
Here are some ideas I thought of pertaining the the industrialization of the 19th century... Gilded Age”: Wealth and poverty were hallmarks of the time. The idea of the American Dream was very popular and those who achieved it celebrated as never before. In 1869 the Transcontinental railroad is completed in Promontory Point Utah and this is a major influence of industrialization as goods and ideas could reach greater distances. American federation of Labor is formed. Great depression begins in 1893 and goes until 1897 Rockefeller and Carnegie
Here are some common themes that I think we should cover to some extent when teaching the lesson... Industrial revolution: Women City life (ex. Slums, sanitation, crime, immigrants from Ellis island, etc.) Labor (ex. Strikes, labor laws, unions) Civil rights (Plessy v. Furgeson) Innovations (Thomas edisons, motion picture camera or radio device). Skyscrapers (first one is completed in 1884 in Chicago. Marks a huge step in architecture). Frederick Jackson Turner’s “The Significance of the Frontier in American History”
This is a website I found that has a good timeline of what occured year by year during the Industrial revolution. We can take a look at this and pull some ideas that we think are important and meaningful to our students... http://pinzler.com/ushistory/timeline7.html
__
This is still in the working, I apologize for it not being finished yet
Lesson Plan: Women, and social and cultural aspects of the Industrial Revolution
Essential question:
Learning goals/objectives- Each student will be able to: To understand the contributions and changed role of women throughout the Industrial Revolution and to identify the social and cultural aspects. The shift from the role of women in the household to factory jobs
State standards- What state standards and Enduring Understandings are part of this lesson?
How is the content relevant?- how can students apply it?**
Content and Strategies:
Teacher will do…
Students will do…
Hook Activity: Begin the class by announcing that the students will be taking a vote between two options (example: having a multiple choice exam or open ended exam for this unit). Hand out ballots only to the male students. Explain that girls are not allowed to vote in this election.
-Assist with class discussion post election
Only boys will participate in the voting.
At the end of the election, the class will discuss the following;
-how did the girls feel about not voting?
-should the girls have to agree with the boys?
-is this discrimination?
Mini Lecture
Susan B. Anthony
Impact of Immigration
Women Suffrage
15th and 19th amendment
Organizations and events such as:
-Collar Laundry Union (1863), National
-Labor Union (1866)
-Susan B. Anthony, “The Revolution”
-Garment worker strike of 1910
-New York State Factory Investigation
Student Task
Hand out political cartoons.
Assess how students apply new knowledge in determining how the cartoons reveal the tensions in American society during the IR.
--See Attached Files--
Students will answer worksheet questions on the political cartoons by applying their knowledge about immigration 1. In what ways are the social conflicts displayed in the political cartoons of this era similar to and different from the social conflicts of today? 2. How fairly do these cartoons display the social conflicts of the time? 3. If you were a political cartoonist in this era, what might you choose to draw, and why?
Item 6206 Henry Mayer, THE AWAKENING (Feb.1915). Courtesy of the Library of Congress Item 6822 Oscar Edward Cesare, THE GENII OF INTOLERANCE: A DANGEROUS ALLY FOR THE CAUSE OF WOMANS SUFFRAGE, Puck Magazine (Sept. 25, 1915). Courtesy of the Library of Congress. Item 4467 P. Frenzeny, CHINESE IMMIGRANTS IN A SAN FRANSCICO CUSTOM-HOUSE, Harpers Weekly (Feb. 3, 1877). Courtesy of the Library of Congress Item 6823 J. Keppler, WELCOME TO ALL! (1880). Courtesy of the Library of Congress. Analyzing Political Cartoons Chart Symbolism Cartoonists use simple objects, or symbols, to stand for larger concepts or ideas. After you identify the symbols in a cartoon, think about what the cartoonist intended each symbol to represent. Exaggeration Sometimes cartoonists overdo, or exaggerate, the physical characteristics of people or things in order to make a point. When you study a cartoon, look for any characteristics that seem overdone or overblown. (Facial characteristics and clothing are some of the most commonly exaggerated characteristics.) Then, try to decide what point the cartoonist was trying to make through exaggeration. Labeling Cartoonists often label objects or people to make it clear exactly what they stand for. Look for the different labels that appear in a cartoon, and consider why the cartoonist chose to label that particular person or object. Does the label make the meaning of the object more clear? Analogy An analogy is a comparison between two different things that share some characteristics. By comparing an unfamiliar issue or situation with a more familiar one, cartoonists can help their readers see it in a different light. After you’ve studied a cartoon for a while, try to decide what the cartoon’s main analogy is. What two situations does the cartoon compare? Once you understand the main analogy, decide if this comparison makes the cartoonist’s point more clear to you. Irony Irony is the difference between the ways things are and the way things should be, or the way things are expected to be. Cartoonists often use irony to express their opinion on an issue. When you look at a cartoon, see if you can find any irony in the situation the cartoon depicts. If you can, think about what point the irony might be intended to emphasize. Does the irony help the cartoonist express his or her opinion more effectively? Notes on Cartoon #1 Notes on Cartoon #2 Appendix E: Analyzing Political Cartoons Once you’ve identified the persuasive techniques that each cartoonist used, consider the following questions in relation to each cartoon: 1 . What is the purpose of the cartoon? What is its message? Is it effective? 2 . Who is the intended audience? 3. What is the cartoonist’s opinion on this issue? 4. What groups of people would agree/disagree with the cartoon’s message? Why? 5. What other opinion can you imagine another person having on this issue? Analyzing Political Cartoons — http://memory.loc.gov/learn/features/political_cartoon/cag.html. Retrieved November 9, 2006.
I. A. Unit TitleB. Lesson Title
Industrial Revolution Civil Rights (focus on Plessy v. Ferguson “separate but equal”) ------------------------------------------------------------------------------------------------------------- II. Essential Question:
Does treating people equally mean treating them the same?
(For discussion purposes you can supplement this question with the following scenario…”Two patients come to a doctor with a headache. The doctor determines that one patient has a brain tumor and the other patient has a run-of-the-mill headache. What would the doctor have to do to treat these two patients equally) ------------------------------------------------------------------------------------------------------------- III. Learning Goals/ Objectives - each student will be able to- -Students will learn the details and results of the landmark case Plessy v. Ferguson and the implications of that ruling. -Students will understand the 10th and 14th amendments of the constitution by explaining how they can be interpreted and how they helped or hindered the Plessy v. Ferguson case. IIIa. Standards - What State Standards and Enduring Understandings are part of this lesson? 8.3.9.A. Contributions of Individuals and Groups (US History): Compare the role groups and individuals played in the social, political, cultural, and economic development of the U.S. 8.3.9.B. Historical Documents and Artifacts (US History) Compare the impact of historical documents, artifacts, and places which are critical to the U.S. IIIb. How is the content relevant? - how can students apply it? -Students will understand the concept of “separate but equal” by applying it to real world scenarios. ------------------------------------------------------------------------------------------------------------- IV. Content and strategies:Must include the following column format in both introduction and body
Teacher will do …
Student will do …
Hook Activity 10 min.
Separate but equal activity: separate students as they walk into the classroom into two groups according to eye color. Give blue or green eyes crackers and brown eyes cookies. Explain that there are limited resources and since the class is divided a certain way, only one group can have access to the cookies.
Next, display Plessy v. Ferguson cartoon (on overhead or smartboard) and ask the class to take a moment to read the cartoon. http://www2.maxwell.syr.edu/plegal/scales/plessyvis.html
-Discuss what is being illustrated in the cartoon based on prior knowledge from previous lessons of industrilization and civil rights in the 19th century
-Discuss how they felt during the activity and how they can relate their experience to what the cartoon is depicting.
Mini Lecture 20min.- explain the case of Plessy v. Ferguson making sure to go over specific facts of the ruling. Makes sure to work in key vocabulary words
-Civil richts act 1875,1883 civil rights cases, 14th amendment, 10th amendment, black codes, separate but equal, segregation, opinion of the court, dissenting opinion, 10th amendment, 14th amendment
-fill out reading/lecture guide
-focusing and understanding key vocabulary words
Complete worksheet using mini lecture and handout
Begin webquest individually (complete by next lesson)
Homework: Journal entry :Complete a diary entry as if they lived in a world where Plessy v. Ferguson was not overturned and where “separate but equal” was still the law. Students should consider settings such as school, recreation, work, and travel.
Ticket out the Door 10min. conclusion
On what grounds did Homer Plessy argue that his rights under the Fourteenth Amendment had been violated? OR
Explain in your own words the Court's "separate but equal" decision.
Complete a ticket out the door to conclude the day’s lesson with an understanding of the interpretations of the U.S. constitutional amendments 10 and 14.
Assessment: Hand in student worksheet Homework journal entry Webquest
Ticket out the door
\
Subject_U.S. History _ Date_March 13, 2011_
I. A. Unit Title B. Lesson Title
19th Century Industrialization Inventing America
II. Learning Goals/ Objectives -
Students will be able to recognize various significant inventions in 19th century American
history. Students will be able to connect these inventions to the rapid growth of American
business and industry during the 19th century. Students should reflect on these inventions
and how they have affected their own lives today.
IIa. Standards - What State Standards and Enduring Understandings are part of this lesson?
8.3 United States History
8.3.9 Grade 9
C. Analyze how continuity and change has influenced United States history from 1787
to 1914.
-commerce and industry (e.g., growth of manufacturing industries, economic
nationalism)
- innovations (e.g., Brooklyn bridge, refrigerated shipping, telephone)
- transportation and trade (e.g., pony express, telegraph, transcontinental railroad)
IIb. How is the content relevant?
Students will be able to connect 19th century inventions to their own lives by reflecting
on their everyday use of the inventions. Students will research and create an interactive
timeline of 19th century inventions using an online publishing database. Students will
focus on a specific inventor of the 19th century and develop a short profile of the
individual. Students will present their inventor to the class as well as provide a class
visual that best represents their invention.
III. Content and strategies:
Must include the following column format in both introduction and body
Teacher will do … Student will do …
Warm-up activity: (assessment opportunity)
Teacher will divide the board into three columnes (19th, 20th, 21st century) and provide several cards (with tape on back) listing inventions from each time period. Students will place the inventions they believe belongs in the appropriate columne. Teacher will asses the work at the end and engage the class in a brief discussion of why they made the choices they did (and revealing the correct answers).
10 minutes
Lecture:
Explain the importance of 19th century inventions on the developing world and industrial revolution. Discuss 19th century innovative areas such as chemistry, biology, electricity, physics, and mathematics that set the groundwork for 20th century advancements. Explain the importance of the invention of the railroad in industrializing and populating America.
20 minutes
Conduct/Monitor Classroom Discussion:
Give students a few moments to reflect on the material covered in the lecture. Then, ask them how 19th century inventions impacted the industrial revolution. This time should be used to survey student understanding of the topic and to clear up any misunderstandings students may have developed.
15 minutes
Timeline Activity:
Present the lesson project to the class.
Demonstrate the use of timetoast by showing a timeline you have created and how you completed it.
Instruct students to create a timeline of 19th century inventions using www.timetoast.com. Timelines should include all relevant pictures, dates, names, facts, and inventions.
Monitor the classroom by consulting with individual students on their progress and any difficulties they may have encountered (assessment opportunity). (This project will require an additional 30 minutes in the next class to complete).
30 minutes
What’s the Big Idea?
Instruct students to develop their own idea for an invention that would be beneficial to society. They should develop a name for their invention, their intended audience, a description of how it would work, and a picture (drawn on paper) of what their invention would look like. Have students volunteer to present their idea to the class.
25 minutes (+5 minutes for some presentations)
Ticket out the door: (summative assessment opportunity)
Answer essential question in class journals.
“What 19th century inventions or advancements do you think are the most important to a developing world and where do you think we would be today had these inventions not been discovered?”
10 minutes
Homework:
Provide each student with a different inventor from the 19th century. Instruct the student to create a short profile of the inventor which they should be ready to present by the next class. Students should bring in a visual representing their inventor’s invention. (Hand out the assignment while the students are answering their ticket out the door. Once they are finished, breifly explain the assignment to clarify any questions the students may have).
Warm-up activity:
Students will place invention cards in the columnes they believe the invention occurred in. Students will defend their answer to the teacher and class.
Lecture:
Take notes. Answer teacher prompts. Ask questions for clarification.
Classroom Discussion:
Answer teacher’s discussion prompts. Make connections between the innovations made and their impact on the industrial revolution and American expansion.
Timeline Activity:
Begin working on timeline using www.timetoast.com. Research relevant information and artifacts to include in your project. Ask teacher for assistance if necessary.
What’s the Big Idea?:
Create your own invention that would benefit society in some way. Create a name for your product, your targeted audience, a description of how it would work, and then draw a picture of what the invention would look like. Conduct a mini presentation to the class of your invention.
Ticket out the door:
Answer the essential question, “What 19th century inventions or advancements do you think are the most important to a developing world and where do you think we would be today had these inventions not been discovered?” in class journal and place in bin once completed.
Homework:
Review the assignment and ask for clarification if needed. Complete at home and be ready to present to the class the following day with a visual.
~Ian
Subject: U.S. History I Date: 7 March 2011
__
Ia. Unit Title: Ib. Lesson Title:
Industrialization Urbanization in 19th century America.
---------------------------------------------------------------------------------------------------------------------
II. Essential Question: How did urbanization change the face of America during the “Gilded Age” of the late 1800’s?
-------------------------------------------------------------------------------------------------------------------
III. Learning Goals/Objectives: Each student will be able to explain the shift in America from a rural, agrarian society to one of an urban, city based society. Students will be able to orally demonstrate their understanding of how industrialization and immigration fueled this urbanization in late 19th century America. Students will be able to explain the problems that began to arise with the increase of urbanization in America.
---------------------------------------------------------------------------------------------------------------------
IIIa. State Standards - What Standards (or Enduring Understandings) are part of today's lesson? -8.3.UA.: Compare the roles groups and individuals played in the social, political, cultural, and economic development of the U.S.
-Immigrants
-8.3.U.C.: Evaluate how continuity and change have impacted the United States.
• Commerce and industry.
-Growth of American industry and its impact on urbanization.
• Physical and human geography.
-Urbanization in late 19th century America.
-Move of people from the farm to the factory.
• Social organizations.
-Immigration and the changing face of America.
- 8.3.U.D. Evaluate how conflict and cooperation among groups and organizations have influenced the growth and development of the U.S.
· Ethnicity and Race.
· Immigration.
· Working Conditions.
---------------------------------------------------------------------------------------------------------------------
IIIb. How is the Content Relevant? : Students will be able to better understand how America shifted after the Civil War from an agrarian society of isolated farming communities to an industrial urban society with growing cities.
IV. Content and Strategies:
hey here is my lesson plan. If you guys have any comments questions or concerns feel free to post them
-christian
Lesson Plan Prompt
Subject11th Grade U.S. History_
Date_3/15/11
I. A. Unit Title B. Lesson TitleThe Industrial RevolutionLabor Issues
II.Essential Question:
How have labor unions changed the way workers function in a working environment?
III. Learning Goals/ Objectives
Understand the impact of Labor Unions in the workplace and the major strikes at the end of the 19th century
Have an understanding of the poor working conditions in a late 19th century industrial factory
Explain the reasoning behind why child labor was so prevalent in the late 19th and early 20th centuries
IVa. Standards - What State Standards and Enduring Understandings are part of this lesson?8.3.12 D-Identify and evaluate conflict and cooperation among social groups and organizations in United States history from 1890 to the Present.**
IVb. How is the content relevant? - how can students apply it?Students will have a better appreciation of the work environments and the other benefits that they enjoy in the workforce.
Students will understand how labor strikes function today as opposed to the late 19th century.
VI. Content and strategies:
Assessment:
Teacher will ask questions during the lecture to assess knowledge.
Students will be judged on the creativity and accuracy of information on their created picket signs as well as the designed terms of agreement for the group.
Students will also be assessed through the written responses to the posed question on the internet news clips.
Hi! Since I'm not able to make Thursday's group meeting I wanted to atleast contribute some part to the discussion or brainstorming. Here are some ideas I came up with or things that I found.
- Keely
Here are some ideas I thought of pertaining the the industrialization of the 19th century...
Gilded Age”:
Wealth and poverty were hallmarks of the time.
The idea of the American Dream was very popular and those who achieved it celebrated as never before.
In 1869 the Transcontinental railroad is completed in Promontory Point Utah and this is a major influence of industrialization as goods and ideas could reach greater distances.
American federation of Labor is formed.
Great depression begins in 1893 and goes until 1897
Rockefeller and Carnegie
Here are some common themes that I think we should cover to some extent when teaching the lesson...
Industrial revolution:
Women
City life (ex. Slums, sanitation, crime, immigrants from Ellis island, etc.)
Labor (ex. Strikes, labor laws, unions)
Civil rights (Plessy v. Furgeson)
Innovations (Thomas edisons, motion picture camera or radio device).
Skyscrapers (first one is completed in 1884 in Chicago. Marks a huge step in architecture).
Frederick Jackson Turner’s “The Significance of the Frontier in American History”
This is a website I found that has a good timeline of what occured year by year during the Industrial revolution. We can take a look at this and pull some ideas that we think are important and meaningful to our students...
http://pinzler.com/ushistory/timeline7.html
__
This is still in the working, I apologize for it not being finished yet
Lesson Plan: Women, and social and cultural aspects of the Industrial Revolution
Essential question:
Learning goals/objectives- Each student will be able to: To understand the contributions and changed role of women throughout the Industrial Revolution and to identify the social and cultural aspects.
The shift from the role of women in the household to factory jobs
State standards- What state standards and Enduring Understandings are part of this lesson?
How is the content relevant?- how can students apply it?**
Content and Strategies:-Assist with class discussion post election
At the end of the election, the class will discuss the following;
-how did the girls feel about not voting?
-should the girls have to agree with the boys?
-is this discrimination?
Susan B. Anthony
Impact of Immigration
Women Suffrage
15th and 19th amendment
Organizations and events such as:
-Collar Laundry Union (1863), National
-Labor Union (1866)
-Susan B. Anthony, “The Revolution”
-Garment worker strike of 1910
-New York State Factory Investigation
Hand out political cartoons.
Assess how students apply new knowledge in determining how the cartoons reveal the tensions in American society during the IR.
--See Attached Files--
1. In what ways are the social conflicts displayed in the political cartoons
of this era similar to and different from the social conflicts of today?
2. How fairly do these cartoons display the social conflicts of the time?
3. If you were a political cartoonist in this era, what might you choose to
draw, and why?
Item 6206
Henry Mayer, THE AWAKENING (Feb.1915).
Courtesy of the Library of Congress
Item 6822
Oscar Edward Cesare, THE GENII OF INTOLERANCE: A DANGEROUS ALLY FOR THE CAUSE OF
WOMANS SUFFRAGE, Puck Magazine (Sept. 25, 1915). Courtesy of the Library of Congress.
Item 4467
P. Frenzeny, CHINESE IMMIGRANTS IN A SAN FRANSCICO CUSTOM-HOUSE, Harpers Weekly
(Feb. 3, 1877). Courtesy of the Library of Congress
Item 6823
J. Keppler, WELCOME TO ALL! (1880).
Courtesy of the Library of Congress.
Analyzing Political Cartoons Chart
Symbolism Cartoonists use simple objects, or
symbols, to stand for larger concepts or ideas.
After you identify the symbols in a cartoon, think about
what the cartoonist intended each symbol to represent.
Exaggeration Sometimes cartoonists overdo, or
exaggerate, the physical characteristics of people or things
in order to make a point.
When you study a cartoon, look for any characteristics
that seem overdone or overblown. (Facial characteristics
and clothing are some of the most commonly exaggerated
characteristics.) Then, try to decide what point the
cartoonist was trying to make through exaggeration.
Labeling Cartoonists often label objects or people to
make it clear exactly what they stand for.
Look for the different labels that appear in a cartoon, and
consider why the cartoonist chose to label that particular
person or object. Does the label make the meaning of the
object more clear?
Analogy An analogy is a comparison between two
different things that share some characteristics. By
comparing an unfamiliar issue or situation with a more
familiar one, cartoonists can help their readers see it in a
different light.
After you’ve studied a cartoon for a while, try to decide
what the cartoon’s main analogy is. What two situations
does the cartoon compare? Once you understand the main
analogy, decide if this comparison makes the cartoonist’s
point more clear to you.
Irony Irony is the difference between the ways things
are and the way things should be, or the way things are
expected to be. Cartoonists often use irony to express
their opinion on an issue.
When you look at a cartoon, see if you can find any irony
in the situation the cartoon depicts. If you can, think about
what point the irony might be intended to emphasize. Does
the irony help the cartoonist express his or her opinion
more effectively?
Notes on
Cartoon #1
Notes on
Cartoon #2
Appendix E: Analyzing Political Cartoons
Once you’ve identified the persuasive techniques that each cartoonist used, consider
the following questions in relation to each cartoon:
1 . What is the purpose of the cartoon? What is its message? Is it effective?
2 . Who is the intended audience?
3. What is the cartoonist’s opinion on this issue?
4. What groups of people would agree/disagree with the cartoon’s message?
Why?
5. What other opinion can you imagine another person having on this issue?
Analyzing Political Cartoons — http://memory.loc.gov/learn/features/political_cartoon/cag.html. Retrieved November 9, 2006.
Other links
Overview of the Industrial Revolution
http://www.youtube.com/watch?v=Ao1fcwjlL3s&playnext=1&list=PL68A4F4A709B6F8DC
For Dummies
http://www.youtube.com/watch?v=WBWQlKYzhLY&feature=BF&list=PL68A4F4A709B6F8DC&index=26
Unit project
Research which industries were created during the IR and compare them to the industries in today’s society. How many still exist from the IR, in what ways have they changed?
Subject United States History Date
I. A. Unit Title B. Lesson Title
Industrial Revolution Civil Rights (focus on Plessy v. Ferguson “separate but equal”)
-------------------------------------------------------------------------------------------------------------
II. Essential Question:
Does treating people equally mean treating them the same?
(For discussion purposes you can supplement this question with the following scenario…”Two patients come to a doctor with a headache. The doctor determines that one patient has a brain tumor and the other patient has a run-of-the-mill headache. What would the doctor have to do to treat these two patients equally)
-------------------------------------------------------------------------------------------------------------
III. Learning Goals/ Objectives - each student will be able to-
-Students will learn the details and results of the landmark case Plessy v. Ferguson and the implications of that ruling.
-Students will understand the 10th and 14th amendments of the constitution by explaining how they can be interpreted and how they helped or hindered the Plessy v. Ferguson case.
IIIa. Standards - What State Standards and Enduring Understandings are part of this lesson?
8.3.9.A. Contributions of Individuals and Groups (US History): Compare the role groups and individuals played in the social, political, cultural, and economic development of the U.S.
8.3.9.B. Historical Documents and Artifacts (US History) Compare the impact of historical documents, artifacts, and places which are critical to the U.S.
IIIb. How is the content relevant? - how can students apply it?
-Students will understand the concept of “separate but equal” by applying it to real world scenarios.
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IV. Content and strategies:Must include the following column format in both introduction and body
Separate but equal activity: separate students as they walk into the classroom into two groups according to eye color. Give blue or green eyes crackers and brown eyes cookies. Explain that there are limited resources and since the class is divided a certain way, only one group can have access to the cookies.
Next, display Plessy v. Ferguson cartoon (on overhead or smartboard) and ask the class to take a moment to read the cartoon.
http://www2.maxwell.syr.edu/plegal/scales/plessyvis.html
-Discuss how they felt during the activity and how they can relate their experience to what the cartoon is depicting.
-Civil richts act 1875,1883 civil rights cases, 14th amendment, 10th amendment, black codes, separate but equal, segregation, opinion of the court, dissenting opinion, 10th amendment, 14th amendment
-focusing and understanding key vocabulary words
Hand out worksheet
Conduct and monitor webquest:
http://questgarden.com/100/27/7/100406090700/index.htm
Begin webquest individually (complete by next lesson)
Homework: Journal entry :Complete a diary entry as if they lived in a world where Plessy v. Ferguson was not overturned and where “separate but equal” was still the law. Students should consider settings such as school, recreation, work, and travel.
On what grounds did Homer Plessy argue that his rights under the Fourteenth Amendment had been violated? OR
Explain in your own words the Court's "separate but equal" decision.
Hand in student worksheet
Homework journal entry
Webquest
Ticket out the door
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Subject_U.S. History _ Date_March 13, 2011_
I. A. Unit Title B. Lesson Title
19th Century Industrialization Inventing America
II. Learning Goals/ Objectives -
Students will be able to recognize various significant inventions in 19th century American
history. Students will be able to connect these inventions to the rapid growth of American
business and industry during the 19th century. Students should reflect on these inventions
and how they have affected their own lives today.
IIa. Standards - What State Standards and Enduring Understandings are part of this lesson?
8.3 United States History
8.3.9 Grade 9
C. Analyze how continuity and change has influenced United States history from 1787
to 1914.
-commerce and industry (e.g., growth of manufacturing industries, economic
nationalism)
- innovations (e.g., Brooklyn bridge, refrigerated shipping, telephone)
- transportation and trade (e.g., pony express, telegraph, transcontinental railroad)
IIb. How is the content relevant?
Students will be able to connect 19th century inventions to their own lives by reflecting
on their everyday use of the inventions. Students will research and create an interactive
timeline of 19th century inventions using an online publishing database. Students will
focus on a specific inventor of the 19th century and develop a short profile of the
individual. Students will present their inventor to the class as well as provide a class
visual that best represents their invention.
III. Content and strategies:
Must include the following column format in both introduction and body
Teacher will do … Student will do …
Warm-up activity: (assessment opportunity)
Teacher will divide the board into three columnes (19th, 20th, 21st century) and provide several cards (with tape on back) listing inventions from each time period. Students will place the inventions they believe belongs in the appropriate columne. Teacher will asses the work at the end and engage the class in a brief discussion of why they made the choices they did (and revealing the correct answers).
10 minutes
Lecture:
Explain the importance of 19th century inventions on the developing world and industrial revolution. Discuss 19th century innovative areas such as chemistry, biology, electricity, physics, and mathematics that set the groundwork for 20th century advancements. Explain the importance of the invention of the railroad in industrializing and populating America.
20 minutes
Conduct/Monitor Classroom Discussion:
Give students a few moments to reflect on the material covered in the lecture. Then, ask them how 19th century inventions impacted the industrial revolution. This time should be used to survey student understanding of the topic and to clear up any misunderstandings students may have developed.
15 minutes
Timeline Activity:
Present the lesson project to the class.
Demonstrate the use of timetoast by showing a timeline you have created and how you completed it.
Instruct students to create a timeline of 19th century inventions using www.timetoast.com. Timelines should include all relevant pictures, dates, names, facts, and inventions.
Monitor the classroom by consulting with individual students on their progress and any difficulties they may have encountered (assessment opportunity). (This project will require an additional 30 minutes in the next class to complete).
30 minutes
What’s the Big Idea?
Instruct students to develop their own idea for an invention that would be beneficial to society. They should develop a name for their invention, their intended audience, a description of how it would work, and a picture (drawn on paper) of what their invention would look like. Have students volunteer to present their idea to the class.
25 minutes (+5 minutes for some presentations)
Ticket out the door: (summative assessment opportunity)
Answer essential question in class journals.
“What 19th century inventions or advancements do you think are the most important to a developing world and where do you think we would be today had these inventions not been discovered?”
10 minutes
Homework:
Provide each student with a different inventor from the 19th century. Instruct the student to create a short profile of the inventor which they should be ready to present by the next class. Students should bring in a visual representing their inventor’s invention. (Hand out the assignment while the students are answering their ticket out the door. Once they are finished, breifly explain the assignment to clarify any questions the students may have).
Warm-up activity:
Students will place invention cards in the columnes they believe the invention occurred in. Students will defend their answer to the teacher and class.
Lecture:
Take notes. Answer teacher prompts. Ask questions for clarification.
Classroom Discussion:
Answer teacher’s discussion prompts. Make connections between the innovations made and their impact on the industrial revolution and American expansion.
Timeline Activity:
Begin working on timeline using www.timetoast.com. Research relevant information and artifacts to include in your project. Ask teacher for assistance if necessary.
What’s the Big Idea?:
Create your own invention that would benefit society in some way. Create a name for your product, your targeted audience, a description of how it would work, and then draw a picture of what the invention would look like. Conduct a mini presentation to the class of your invention.
Ticket out the door:
Answer the essential question, “What 19th century inventions or advancements do you think are the most important to a developing world and where do you think we would be today had these inventions not been discovered?” in class journal and place in bin once completed.
Homework:
Review the assignment and ask for clarification if needed. Complete at home and be ready to present to the class the following day with a visual.